Classroom management strategies are the different techniques that educators use to manage their classrooms and ensure that students are engaged, motivated and on task. Good classroom management supports student learning and helps create a positive learning environment. In this article, we will discuss three classroom management strategies that every teacher should understand.

1. Positive Reinforcement

Positive reinforcement is a technique used by educators to reinforce positive behavior in students. This technique involves rewarding good behavior and ignoring negative behavior. Positive reinforcement can be as simple as verbal praise or a sticker. This type of reinforcement is an effective way to improve the behavior of students.

For example, if a student is constantly participating in class, a teacher might praise that student’s behavior by saying, “I’m really impressed with your participation. Keep up the great work!” This will encourage the student to continue participating in class.

In addition to this, positive reinforcement can also be used to build relationships with students. It helps create a positive and supportive classroom environment that encourages students to thrive.

2. Redirection

Another classroom management strategy is redirection. This technique involves redirecting a student’s attention to something else when they are exhibiting negative behavior. This can be done by changing the subject, asking a question or providing a task or activity that will keep the student engaged.

For example, if a student is talking loudly during class, a teacher may redirect their attention by saying, “Can you help me pass these worksheets out to the class?” This will keep the student engaged in a task and help them refocus their energy.

Redirection is an effective technique for teachers because it allows them to address negative behavior without disrupting the learning environment. It also helps students build a sense of responsibility and self-control.

3. Consistency

Consistency is another important classroom management strategy that teachers must practice in order to create an organized and effective learning environment. Consistency involves setting clear expectations and consequences for behavior and ensuring that they are consistently enforced.

For example, if a teacher has a rule that students should not use their phones during class, they need to consistently enforce that rule. This means that every time a student is caught using their phone, there should be a consequence. This will send a clear message to students that the rules are important and will be consistently enforced.

Consistency helps create a sense of order and structure in the classroom, which can lead to improved behavior and academic performance. It also helps students understand what is expected of them and how they are expected to behave.

In conclusion, understanding and implementing classroom management strategies is essential for any teacher. Positive reinforcement, redirection, and consistency are just a few of the many techniques that can help create a positive learning environment and improve student behavior. By using these strategies, teachers can create a classroom that is organized, supportive, and conducive to learning.  

ABIGAIL GEORGE

EASTERN CAPE’S veteran educator Ambrose Cato George became a teacher in 1965. In a teaching career, which spread over a period of more than 30 years, he gradually climbed the promotion ladder and eventually became a principal of a large comprehensive school in a sub-economic township, namely the Gelvandale Senior Secondary School in Gqeberha, Eastern Cape.

This post he carried out with success for 10 years. In 1994, a South Africa and a new dispensation found him in the position of Inspector of Education.

He acted as supervisor for more than 50 high, primary and special schools. He played a significant role in the transformation and transition to one educational system and was instrumental in amalgamating schools from the previous educational departments.

He was forced to retire from his post because of clinical depression.

Although Ambrose was occupied fulltime as an educationalist, he still found time to get involved in community activities.

Some of these activities included the following: he served on the executive of the Port Elizabeth Mental Health Society for many years: he was involved with the Happydale School for Severely Mentally Handicapped children for more than 30 years.

The Port Elizabeth Mental Health Society honoured him in 1999 by being made an Honorary Life Member of Society. For the last 16 years, he was chairman of the Management Committee of Happydale.

He was instrumental in starting a Depression Support Group in the Northern Areas in Port Elizabeth. He served as a member of the Management Committee at Happydale when his health allowed it.

He serves as a part-time lecturer at the Charlotte Searle Nursing College for a period of 15 years.

He lectured Biochemistry, Biophysics, Education and Administration. He also lectured Physics and Chemistry to radiology students. He served on the Council of Charlotte Searle nursing College for many years.

Throughout his career he was under regular medication and underwent mood swings particularly depression at frequent intervals. He was very fortunate that for a period that stretched for almost 30 years he was supported by the Port Elizabeth Mental Health Society.

They organized his visitation to see the state psychiatrist and to get a monthly supply of medication.

He found it important to monitor the early warning signs of mania and depression.

Throughout my suffering from mood swings, he found that various stressors, which was accompanied by severe stress, exacerbated my condition.

Much stigma, ignorance and denial exist concerning manic depression and stress hence the necessity for the following account and his autobiography which states his case on his own terms.

In 1962 due to the great oppression under the Nationalist Party he was forced to enter the armed struggle as a member of the Yu Chi Chan Club (which was a subversive organisation led by Dr Neville Alexander).

He met such political luminaries such Advocate Albie Sachs, Advocate Fikile Bam, Cadre Ruth First, the poet Arthur Nortje, the stalwart George Botha and Comrade Dulcie September.

Now in the autumn of his years he is taken up with writing about his life experience under apartheid, mental health matters and his autobiography.

It could be stated that in the life of Dr Ambrose Cato George Ph.D, he was recruited into a subversive organization as a student at UWC formerly known as Bush University, he was a scholar who studied at London University, Rhodes, UNISA, UWC, teacher, writer, family man but there was disorder in his life when it came to his mood.

A wise and brilliant man, it still occupies his life.

George was born in South End, Gqeberha in 1944.

He holds the following academic qualifications: B.Sc. In Zoology and Botany (Unisa), Secondary Teacher’s Diploma-postgraduate (UWC), B.Ed. – distinction in Philosophy of Education (Unisa), Associate of the University of London Institute of Education (London) for the study: “The Educational Provision of the Mentally and Physically Handicapped in England and Wales and its possible application in South Africa”.

The M.Ed. Degree (Rhodes) with the thesis: “the London Missionary Society and Education: A Study of the Eastern Cape 1799 to 1852” as well as the Doctor of Philosophy degree (Rhodes) with the thesis: “A Mission and Five
Commissions: A Study of Some Aspects of the Educational work of the American Zulu Mission 1835-1910”.

INSIDE EDUCATION